The United States Of Matter
Pre-Test - We used photobooth to complete pre-test. This proved quite interesting as we could see straight away that many of the students didn't have a good understanding of the properties of S, L & G. We were also a bit surprised how only a few students had an undertanding of Hypothesis (though this was covered in previous units). Photobooth proved great for instant feedback on students knowledge...as well as who had extensive knowledge.
* Video Questions – each student will individually answer a set of pretest questions using PowerPoint to ask and photo booth to record Pre-Test Questions:
Describe what gas is and how does is behave?
Describe what a liquid is and how does is behave?
Describe what a solid is and how does is behave?
What are the differences between solid, liquids and gas?
Describe everyday situations where knowing about solid, liquids & gases become important for daily decisions.
What is a hypothesis? And Why do we need a hypothesis in scientific investigations?
How would we design and conduct a fair test? And Why do we need to conduct a fair test?
Tuning In
Stimulus – use skipping rope and students to model solid, liquid then gas.
Solid – tightly packed – each student is a molecule and stuck next to each other. Hard to move and change shape.
Liquid – students (molecules) can easily slide past each other, change shape
Gas – least amount of students (molecules) can spread out and smoothly
This activity proved to be quite successfully engaging two classes. Students were able to see (and participate in) how the three states acted differently. Froim this we put together a Word Wall describing each state on how it's properties acted.
Next Session
Using spray, cordial and marbles provided students with a concrete look at the properties...brainstormed definitions that we could use down the track.
The next few session we used scootle and other online sources to look at the physical changes of matter and how they could be sorted...this was a revision for many. It was good to use correct scientific language.
Ice, Ice Baby
Our first scientific experiment was used to 1 - see science in action, 2 - give students the chance to look at the Scientific Planner Template, 3 re-introduce hypothesis (predictions) and 4 look at the concepts of a fair test. We combine classes and did a shared experiment with me being the scientist and the students as observers. Using the planner to take notes, make predictions (hypothesis) and make observations. The lesson worked well..though of was difficult for students to see.
The experiment proved successful with the students enthusiastic posing many questions and making accurate observations. When adding variables the students were interested how this would effect the experiment. Speculation was made as to why the speed of the physical change occurred.
The class then had a good discusion on why sugar might be added to liquids (sweets and softer to eat) as well as why salt may be used on frozen roads.
Can ya Fix It...The next session was looking at reversible and non-reversible change.
Understand why it is important to know what is a reversible and non-reversible change. Eg.If it heats up it will burn, change shape, warp. Student will relate this knowledge to how people may change the physical state of items…is this good or bad. How is this useful or not.
In this lesson their was much discussion and specualtion about was reversible change truly reversible. Also how did this impact on recycling.
State of Debate
Solid, Liquid or Gas???
State of Debate Experiment - Can something be a solid, liquid and gas.
In groups students will conduct an experiment that will determine whether shaving foam is a solid, liquid or gas.
They completed an experiment to determine if an object is solid, liquid or gas. The students had to write up an experiment using the Scientific Investigations Template. They made conclusions and then related this experiment to ‘real world” – When do we need to thicken a liquid or gas.
Pre-Test - We used photobooth to complete pre-test. This proved quite interesting as we could see straight away that many of the students didn't have a good understanding of the properties of S, L & G. We were also a bit surprised how only a few students had an undertanding of Hypothesis (though this was covered in previous units). Photobooth proved great for instant feedback on students knowledge...as well as who had extensive knowledge.
* Video Questions – each student will individually answer a set of pretest questions using PowerPoint to ask and photo booth to record
Pre-Test Questions:
Describe what a liquid is and how does is behave?
Describe what a solid is and how does is behave?
What are the differences between solid, liquids and gas?
Describe everyday situations where knowing about solid, liquids & gases become important for daily decisions.
What is a hypothesis? And Why do we need a hypothesis in scientific investigations?
How would we design and conduct a fair test? And Why do we need to conduct a fair test?
Tuning In
This activity proved to be quite successfully engaging two classes. Students were able to see (and participate in) how the three states acted differently. Froim this we put together a Word Wall describing each state on how it's properties acted.
Next Session
Using spray, cordial and marbles provided students with a concrete look at the properties...brainstormed definitions that we could use down the track.
The next few session we used scootle and other online sources to look at the physical changes of matter and how they could be sorted...this was a revision for many. It was good to use correct scientific language.
Ice, Ice Baby
Our first scientific experiment was used to 1 - see science in action, 2 - give students the chance to look at the Scientific Planner Template, 3 re-introduce hypothesis (predictions) and 4 look at the concepts of a fair test. We combine classes and did a shared experiment with me being the scientist and the students as observers. Using the planner to take notes, make predictions (hypothesis) and make observations. The lesson worked well..though of was difficult for students to see.
The experiment proved successful with the students enthusiastic posing many questions and making accurate observations. When adding variables the students were interested how this would effect the experiment. Speculation was made as to why the speed of the physical change occurred.
The class then had a good discusion on why sugar might be added to liquids (sweets and softer to eat) as well as why salt may be used on frozen roads.
Can ya Fix It...The next session was looking at reversible and non-reversible change.
Understand why it is important to know what is a reversible and non-reversible change. Eg.If it heats up it will burn, change shape, warp.
Student will relate this knowledge to how people may change the physical state of items…is this good or bad. How is this useful or not.
In this lesson their was much discussion and specualtion about was reversible change truly reversible. Also how did this impact on recycling.
State of Debate
State of Debate Experiment - Can something be a solid, liquid and gas.
In groups students will conduct an experiment that will determine whether shaving foam is a solid, liquid or gas.
They completed an experiment to determine if an object is solid, liquid or gas. The students had to write up an experiment using the Scientific Investigations Template. They made conclusions and then related this experiment to ‘real world” – When do we need to thicken a liquid or gas.